A study was carried out to assess the French language proficiency of students enrolled in two different programs at the kindergarten level in Montreal: an early immersion program and a "class d'accueil" program. Three groups of students were tested: (1) an early immersion class; (2) a "classe d'accueil," or class for immigrant children, located in a French school; and (3) a "class d'accueil" located in an English school. A group of francophone students was included for comparison purposes. French language proficiency was measured by an oral comprehension test, an elicited imitation test, and an oral production test. Analysis of the data yielded the following results: (1) there were no significant differences between the immersion group and the two "accueil" groups on the oral comprehension test, (2) both "accueil" groups scored higher than the immersion group on the elicited imitation test and on most measures of the oral production test, and (3) the "accueil" group located in a French school produced more syntactic units than the "accueil" group located in an English school. Otherwise there were no significant differences between these two groups. Some possible reasons for the differences between the immersion group and the "accueil" groups are discussed. Copies of the tests used are appended. (Author/AMH)